将统计学习置于情境之中：学习和检索情境对跨情境单词学习的影响。
Grounding statistical learning in context: The effects of learning and retrieval contexts on cross-situational word learning.
作者信息
Chen Chi-Hsin, Yu Chen
机构信息
Department of Otolaryngology-Head and Neck Surgery, The Ohio State University, 915 Olentangy River Rd., Columbus, OH, 43212, USA.
Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th Street, Bloomington, IN, 47405, USA.
出版信息
Psychon Bull Rev. 2017 Jun;24(3):920-926. doi: 10.3758/s13423-016-1163-x.
Abstract
Natural language environments usually provide structured contexts for learning. This study examined the effects of semantically themed contexts-in both learning and retrieval phases-on statistical word learning. Results from 2 experiments consistently showed that participants had higher performance in semantically themed learning contexts. In contrast, themed retrieval contexts did not affect performance. Our work suggests that word learners are sensitive to statistical regularities not just at the level of individual word-object co-occurrences but also at another level containing a whole network of associations among objects and their properties.
摘要
自然语言环境通常为学习提供结构化的情境。本研究考察了语义主题情境在学习和检索阶段对统计性词汇学习的影响。两个实验的结果一致表明，参与者在语义主题学习情境中的表现更佳。相比之下，主题检索情境对表现没有影响。我们的研究表明，词汇学习者不仅对单个词汇与物体共现层面的统计规律敏感，而且对包含物体及其属性之间整个关联网络的另一层面的统计规律也敏感。
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